CPS Tutorials Found it to be a Positive Experience

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The tutors who taught the CPS tutorials found it to be a positive experience. The CPS tutors all had teaching experience but previously had adopted the "mini-lecture" approach to teaching in tutorials. At the beginning of the project, one tutor was very Committed and enthusiastic, but the other two were guarded and uncertain about the likely outcome of the project. This led to speculation about possible obstacles such as student antagonism, student un-willingness to participate, and student lack of preparation. By the end of the ninth week, however, all CPS tutors appeared enthusiastic about the project. One noted that the whole atmosphere of a tutorial is totally different now... it is so much better when you can walk around the groups and just sit with them for five minutes — most of the learning goes on when you are sitting there talking to individual groups rather than to the whole class... It is better to explain to small groups, as even if it clicks with only one person in the group they can then explain it to everyone else.

CPS tutors agreed that they were enjoying tutoring more than they had done in the past or in other subjects in which they were currently tutoring. They Replica Cartier Watches attributed this new level of satisfaction to the reduced stress, because they were no longer the center of attention and to the opportunity to interact with students in a more informal atmosphere. They believed that students were at ease with them and with each other and were, therefore, more willing to ask and answer questions. In this supportive and congenial situation, students were more likely to take risks.

CPS tutors observed that students were better prepared for tutorials compared with other students they had taught, especially in relation to their reading of the prescribed textbook. One tutor commented that the identification of key concepts in the reading guide was used by some students as a framework for summary development. This observation was supported by students in a subject-review meeting held in the eighth week of the semester.

Tutorial observations indicated that the classroom dynamics that developed during the semester were very different in the CPS and TRAD tutorials. An important and consistently observed feature of the CPS tutorials was the apparently higher levels of student participation and the sophistication of the questions asked by students compared with the TRAD tutorials. The four TRAD tutorials were uniform in teaching Cartier Roadster Replica style — all were solution-giving mini-lectures. Student participation was limited to answering questions that often required single word answers and many students remained silent throughout the tutorial.

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